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ADMISSION — Sat, 18 Apr 2009 05:50:35 CDT

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COLLEGES IN INDIA)-CLICK

Engineering Colleges	Medical Colleges	Law Colleges
Universities in India	Schools in India	Education in India Guide

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Courses

Bachelor Degree courses after 10+2/ Graduation Courses
Computer Science & Information Technology Education
BCA l B.Sc.(IT)
Mass Communication, Advertisement & Journalism Courses
BJMC I BA (Mass Communication)
Commerce Bachelor degree course
B.Com.

Master Degree courses after 10+2+3/ Post-Graduation Courses
Computer Science & Information Technology Education
DOEACC 'A' Level
Mass Communication, Advertisement & Journalism Courses
MJMC I MA (Mass Communication)
Teachers Education Course
B.Ed.

Diploma, Post Graduate Diploma & other Certificate Courses
Computer Science & Information Technology Education
DOEACC 'A' Level
Media Mass Communication & Journalism Courses
Diploma in Mass Communication & Journalism l PG Diploma in Mass Communication
Print Journalism (English/ Hindi)
Advance Diploma in Print Journalism
Radio & T.V. Journalism
Advance Diploma in Radio & T.V. Journalism
Films & Television (T.V.) Studies
Film Acting & Modeling l Sound Recording, Editing with Special Effects l Non-Linear Video Editing with Special Effects & Graphic Designing l Digital Still Photography l Diploma in Radio, T.V. Commentary & Sports Anchoring l Diploma in Print & Electronic Journalism

Under Graduate B.E.Computer Science and Engineering B.E.Electrical and Electronics Engineering B.E.Electronics and Communication Engineering B.E.Electronics And Instrumentation Engineering B.E.Mechanical Engineering B.Tech.Information Technology B.Tech.Polymer Technology
Post Graduate M.E.Computer Science and Engineering M.E.Engineering Design M.E.Manufacturing Engineering M.E.Power Electronics and Drives M.E.VLSI Design B.E.Printing Technology B.Tech.Food Technology B.Tech.Information Technology

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ADMISSION — Fri, 10 Apr 2009 23:57:29 CDT

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ENGINEERING COLLEGES

ADMISSION — Sun, 22 Mar 2009 21:09:14 CDT

HINDUSTAN COLLEGE COIMBATORE

Assam Engineering College- Assam
Amrita Insitute of Technology and Science - Coimbatore, Tamil Nadu
Andhra University Engineering College, Vizag (AP)

Amity School of Engineering & Technology - New Delhi

Bhopal Engineering College- Madhya Pradesh.

Bharath Engineering College-Chennai- Tamil Nadu

asaveshwar Engineering College - Bagalkot

Bhabha Institute of Engineering and Technology

College of Engineering- Osmanabad

College of Engineering and Technology - Bhubaneswar, Orissa C U Shah College of Engineering and Technology, Gujarat

D. Y. Patil College of Engineering, Maharashtra

Engineering College in Patiala

Datta Meghe College of Engineering- Maharastra

Darda Engineering College Yavatmal- Maharashtra

DR B R Ambedkar REC -Jalandhar - Punjab

Hindustan College of Engineering

Haldia Insitute of Technology- West Bengal
Haryana Engineering College

Indian Institute of Technology, Bombay

Indian Institute of Technology - IIT Madras

Indian Institute of Technology- Delhi

Indian Institute of Technology- Kanpur

Indian Institute of Technology- Kharagpur

JNTU College of Engineering- Hyderabad- Andhra Pradesh
Jorhat Engineering College- Assam

K. J. Somaiya College of Engineering
Institute of Engineering & Technology- Kanpur, Uttar Pradesh

G. B. Pant Engineering College - Uttar Pradesh
Government Engineering College- Bhopal , Madhya Pradesh (MP)
Government College Of Engineering - Pune, Maharastra
ENGINEERING COLLEGES IN PUNE CITY
LBS College of Engineering-Kasargod- Kerala
Lala Lajpat Rai Institute of Engineering and Technology- Punjab
Kumaraguru College of Technology Tamil Nadu
Karnataka Regional Engineering College - Surathkal,

M.S. Ramaiah Institute of Technology - Bangalore, Karnataka

Malnad College of Engineering,Hassan, Karnataka
Netaji Subhas Institute of Technology-New delhi

Periyar Maniammai College Of Technology For Women,Thanjavur ,Tamil Nadu
Rajiv Gandhi college of Engineering, Research and Technology- Chandrpur R.V. College of Engineering - Bangalore, Karnataka.

Regional Engineering College - Kurukshetra Regional Engineering College- Hamirpur
Regional Engineering College- Surat

Regional Engineering College- Trichy. Rajagiri School of Engineering & Technology - Cochin, Kerala Shri Guru Gobind Singhji College of Engineering and Technology - Nanded Sardar Patel College of Engineering - Mumbai (Bombay), Maharastra. Shri Ramdeobaba Kamla Nehru College-Nagpur, Maharastra Sri Sant Gajanan Maharaj College of Engineering - Shegaon Sardar Vallabhbhai RegionalCollege of Engineering &Technology-Surat 395007, Gujarat. Sir M. Visvesvaraya Institute of Technology,Banglalore, Karnataka Sathyabama Engineering College,Chennai, Tamil Nadu. SCMS School of Engineering and technology - Cochin, Kerala TKM college of Engineering-Kollam, Kerala State School of Planning and Architecture-Indraprastha Estate, New Delhi 110 002.-Tel 011-3317892 S.V.University College of Engineering-Tirupati 517502, Andhra Pradesh.-Tel 08574-20166 Thadomal Shahani Engineering College - Mumbai Terna engineering college- Nerul, Navi Mumbai- Maharastra Thapar institute of technology- Punjab University of Roorkee-Roorkee 247667-Uttar Pradesh-Tel 01332-2430 University Visvesvaraya College of Engineering - Bangalore, Karnataka University College of Engineering , Kariyavattom, Kerala VeerMata Jijabai Technological Institute (VJTI) mumbai. Vishveswaraya RegionalCollege of Engineering-Nagpur 440011-Maharashtra.Tel 0712-23969 Vellore Engineering College Vishwakarma Institute of Technology Vignana Jyothi College Of Engineering & Technology V.E.S Institute of Technology-Navi Mumbai, Maharastra State. YMCA Institute of Engineering-Haryana Yeshwantrao Chavan College of Engineering Zakir Hussain College ofEngineering & Technology-Aligarh 202002, Uttar Pradesh .-Tel 0571-25542 ENGINEERING COLLEGES IN PUNE CITY ENGINEERING COLLEGES IN MUMBAI

EDUCATION IN INDIA GUIDE

ADMISSION — Thu, 12 Jun 2008 06:57:58 CDT

Education and Society ( India)

Historically, Indian education has been elitist. Traditional Hindu education was tailored to the needs of Brahman (see Glossary) boys who were taught to read and write by a Brahman teacher (see The Roots of Indian Religion, ch. 3). During Mughal rule (1526-1858), Muslim education was similarly elitist, although its orientation reflected economic factors rather than those of caste background. Under British company and crown rule (1757-1947), official education policies reinforced the preexisting elitist tendencies of South Asian education. By tying entrance and advancement in government service to academic education, colonial rule contributed to the legacy of an education system geared to preserving the position and prerogatives of the more privileged. Education served as a "gatekeeper," permitting an avenue of upward mobility to those few able to muster sufficient resources. Even the efforts of the nationalistic Indian National Congress (the Congress--see Glossary) faltered in the face of the entrenched interests defending the existing system of education (see Origins of the Congress and the Muslim League, ch. 1). Early in the 1900s, the Congress called for national education, placing an emphasis on technical and vocational training. In 1920 the Congress initiated a boycott of government-aided and government-controlled schools; it founded several "national" schools and colleges, but to little avail. The rewards of British-style education were so great that the boycott was largely ignored, and the Congress schools temporarily disappeared. Postprimary education has traditionally catered to the interests of the higher and upwardly mobile castes (see Changes in the Caste System, ch. 5). Despite substantial increases in the spread of middle schools and high schools' growth in enrollment, secondary schooling is necessary for those bent on social status and mobility through acquisition of an office job. In the nineteenth century, postprimary students were disproportionately Brahmans; their traditional concern with learning gave them an advantage under British education policies. By the early twentieth century, several powerful cultivator castes had realized the advantages of education as a passport to political power and had organized to acquire formal learning. "Backward" castes (usually economically disadvantaged Shudras) who had acquired some wealth took advantage of their status to secure educational privilege. In the mid-1980s, the vast majority of students making it through middle school to high school continued to be from high-level castes and middle- to upper-class families living in urban areas (see Varna, Caste, and Other Divisions, ch. 5). A region's three or four most powerful castes typically dominated the school system. In addition, the widespread role of private education and the payment of fees even at government-run schools discriminated against the poor. The goals of the 1986 National Policy on Education demanded vastly increased enrollment. In order to have attained universal elementary education in 1995, the 1981 enrollment level of 72.7 million would have had to increase to 160 million in 1995. Although the seventh plan suggested the adoption of new education methods to meet these goals, such as the promotion of television and correspondence courses (often referred to as "distance learning") and open school systems, the actual extended coverage of children was not very great. Many critics of India's education policy argue that total school enrollment is not actually a goal of the government considering the extent of society's vested interest in child labor. In this context, education can be seen as a tool that one social class uses to prevent the rise of another. Middle-class Indians frequently distinguish between the children of the poor as "hands," or children who must be taught to work, and their own children as "minds," or children who must be taught to learn. The upgraded curriculum with increased requirements in English and in the sciences appears to be causing difficulties for many children. Although all the states have recognized that curriculum reform is needed, no comprehensive plan to link curricular changes with new ways of teaching, learning, teacher training, and examination methods has been implemented. The government instituted an important program for improving physical facilities through a phased drive in all primary schools in the country called Operation Blackboard. Under Operation Blackboard, Rs1 billion was allocated--but not spent--in 1987 to pay for basic amenities for village schools, such as toys and games, classroom materials, blackboards, and maps. This financial allotment averaged Rs2,200 for each government-run primary school. Additional goals of Operation Blackboard included construction of classrooms that would be usable in all weather, and an additional teacher, preferably a woman, in all single-teacher schools. The non-formal education system implemented in 1979 was the major government effort to educate dropouts and other unenrolled children. Special emphasis was given to the nonformal education system in the nine states regarded by the government as having deficient education systems: Andhra Pradesh, Assam, Bihar, Jammu and Kashmir, Madhya Pradesh, Orissa, Rajasthan, Uttar Pradesh, and West Bengal. A large number of children who resided in these states could not attend formal schools because they were employed, either with or without wages. Seventy-five percent of the country's children who were not enrolled in school resided in these states in the 1980s. The 1986 National Policy on Education gave new impetus to the nonformal education system. Revised and expanded programs focused on involving voluntary organizations and training talented and dedicated young men and women in local communities as instructors. The results of a late 1980s integrated pilot project for nonformal and adult education for women and girls in the Lucknow district of Uttar Pradesh provide important data for analyzing recent implementation trends and initial results of both the nonformal education system and adult education in India. Under this project, 300 centers were opened in rural parts of the district with the approval of the Department of Education, the central government, and the state government of Uttar Pradesh with financial and advisory support from the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Because of the shortage of women teachers in rural areas of Uttar Pradesh, in the pilot project nonformal education for girls aged six to fourteen was integrated with the adult education program for women aged fifteen to thirty-five, so that the same staff and infrastructure could be used. Most of the families of the project participants were in subsistence farming or engaged as farmhands, clerical workers, and petty merchants. Often the brothers of female participants attended a formal school situated about one or two kilometers from their homes. Most of the 300 instructors for the 300 centers were young women between the ages of eighteen and thirty-five. Each center averaged twenty-five women and twenty girl participants. The physical facilities of the centers varied from village to village. Classes might be held on the balcony of a brick house, within a temple, in a room of a mud-walled house, or under open thatch-roof structures. Besides focusing on the acquisition of literacy skills, the project increased participant motivation by also offering instruction in household work, such as sewing, knitting, and preserving food. In 1987 a UNESCO mission to evaluate progress in this project in the areas of functional literacy, vocational skills, and civic awareness observed that randomly chosen participants in both nonformal and adult education classes effectively demonstrated their reading and writing skills at appropriate levels. As a result of many such local programs, literacy rates improved between 1981 and 1991. Male literacy increased from 56.5 percent in 1981 to 64.2 percent in 1991 while women's literacy rate increased from 29.9 percent in 1981 to 39.2 percent in 1991. Understanding India's health care and education systems contributes to the larger understanding of this complex nation's diverse society. General trends and averages concerning social conditions on a national level may not adequately describe how human activity is expressed spatially and temporally in specific areas. The great variations in local environmental and social conditions require that national and state or union territory programs aimed at improving the quality of life not adhere too strictly to any one standard plan. Local climate, topography, and drainage patterns all need to be considered in terms of how they relate to local forms of land use and ethnic and linguistic groupings. Increasing urbanization in India also complicates efforts at monitoring local conditions. Only with the full support and understanding of India's many rural and urban residents will new ways of focusing India's immense human resources toward the goals of developing and conserving renewable natural resources, limiting population growth, providing increased health care, and achieving education for all be successful. Indian atlases useful for gaining a basic understanding of India's physical, political, and cultural geography include A Social and Economic Atlas of India edited by S. Muthiah and the River Basin Atlas of India prepared by the Central Board for the Prevention and Control of Water Pollution. V.S. Katiyar's The Indian Monsoon and Its Frontiers provides a good description and analysis of one of the major facets of South Asian climatology. A standard work on postpartition Indian boundaries in terms of their political status is John Robert Victor Prescott's Map of Mainland Asia by Treaty . A Historical Atlas of South Asia edited by Joseph E. Schwartzberg, is another extremely useful resource. Official information on India's demography can be found in the Census of India 1991, Final Population Totals . These results also provide useful data on literacy levels in India. Additional insight into the contemporary field of Indian population policy is given in G. Narayana and J.F. Kantner's Doing the Needful: The Dilemma of India's Population Policy . Concise official data on health care are listed in the Ministry of Planning's annual Statistical Abstract . An informed outsider's view of the health situation in India is presented in Roger Jeffery's The Politics of Health in India . Contemporary official education plans and goals are outlined in J.C. Aggarwal's National Policy on Education: Agenda for India 2001 . A more critical account of India's education system has been compiled by UNESCO's Asia-Pacific Program of Education for All and published in National Studies: India . Detailed field results of a recent UNESCO project to provide nonformal and adult education for women and girls can be found in Simultaneous Education for Women and Girls: Report of a Project . Myron Weiner's The Child and State in India has useful analysis of education policy. Data : 1995

SCHOOLS IN INDIA

ADMISSION — Thu, 12 Jun 2008 06:56:14 CDT

List of Indian Schools / schools in India: Schools in Agra Schools in Ahmedabad Schools in Aurangabad Schools in Bangalore Schools in Bharuch Schools in Bhubaneshwar Schools in Baroda Schools in Calcutta / Kolkata Schools in Chennai / Madras Schools in Guntur Schools in Dombivli Schools in Delhi Schools in Noida Schools in Hyderabad / Secunderabad Schools in Jaipur Schools in Jamnagar Schools in Jalgaon Schools in Kolhapur Schools in Kanpur Schools in Lucknow Schools in Pune / Poona Schools in Mumbai Schools in Navi Mumbai Schools in Nasik Schools in Nagpur Schools in Noida Schools in Rajkot Schools in Surat Schools in Orissa Schools in Osmanabad Schools in Thane Schools in Tirupati Schools in Madurai Schools in Vadorara Schools in Vizag Schools in Vashi Schools in Vasai /Virar Schools in Vijaywada Schools in Maharashtra

UNIVERSITIES

ADMISSION — Thu, 12 Jun 2008 06:53:34 CDT

List of Universities in India : Amity University, Private University and a part of Amity Education Group with over 50000 students across 600 acres of campuses. [ http://www.amity.edu/] - Amity Campus, Sector 44, Noida- 201303. Tel: 1800-11-00-00 (Toll Free) Amravati University, Amravati 444602. Bihar. Fax 91-0721-662135 -Tel 91-0721-662093 Andhra University, Waltair, Vishakhapatnam 530003. -Andhra Pradesh. Fax 91-0891-555547
Tel 0891-555547 Anna University, Sardar Patel Road, Guindy, Chennai 600025. Tamil Nadu.Fax 91-044-2350397
Tel 044- 2352161 / 2351445 Acharya N G Ranga Andhra Pradesh Agricultural University,- Hyderabad 500 030, Andhra Pradesh. Fax 91- 040- 241031 . Tel 040-245035 University of Agricultural Sciences- Post Box No.2477, G K V.K Campus Hebbal, Bangalore 560 065, Karnataka. Fax 91-080-3330277. Tel 080-3330984 University of Agricultural Sciences, Krishinagar, Dharwad 580005, Karnataka. Fax 91-0836-41949
Tel 0836-347783

LAW COLLEGES

ADMISSION — Thu, 12 Jun 2008 06:52:07 CDT

List of Indian Law colleges

Ajmer University Law Department
Aligarh Muslim University Department of Law
Allahabad University Law Department
Amravati University Department of Law
Awadh University Department of Law Agra University Law Department
Andhra University Department of Law Gurunanak Dev University Department of Law
Shri Krishan Devaraya University Department of Law
Dibrugarh University Department of Law
Rani Durgawati University Department of Law
Mahatma Gandhi University Law College
Gauhati University Law College Kashmir University Department of Law
Kerala University Law College

MEDICAL COLLEGES

ADMISSION — Thu, 12 Jun 2008 06:50:18 CDT

Medical Colleges in Delhi Delhi University College of Medical Sciences AIIMS = All India Institute of Medical Sciences- Delhi
Medical Colleges in Chandigarh Government Medical College and Hospital

Postgraduate Institute of Medical Education & Research

Medical Colleges in Karnataka Manipal Group of Educational Institutions

St. John's Medical College Hospital Medical Colleges in Kerala Medical College Kottayam

Medical Colleges in Madhya Pradesh Department of Medical Education Medical Colleges in Maharashtra Maharashtra Institute of Pharmacy

Maharashtra University of Health Sciences

Medical Colleges in Uttar Pradesh Sardar Patel Institute of Dental & Medical Sciences

Sanjay Gandhi Postgraduate Institute of Medical Sciences Medical Colleges in Tamil nadu Christian Medical College and Hospital Medical Colleges in West Bengal Nil Ratan Sircar Medical College MORE LINKS FOR MEDICAL COLLEGES IN INDIA Medical schools India Al-Ameen Medical College Rajeev Gandhi Homeopathic Medical College College of Dental Sciences- Davangere Dental Colleges in India G.R.Damodaran college of science-Coimbatore RAJKUMARI AMRIT KAUR COLLEGE OF NURSING, LAJPAT NAGAR, NEW DELHI. LADY READING HEALTH SCHOOL, DELHI ALL INDIA INSTITUTE OF MEDICAL SCIENCES JAWAHARLAL INSTITUTE OF POST-GRADUATE MEDICAL EDUCATION AND RESEARCH, PONDICHERRY POST-GRADUATE INSTITUTE OF MEDICAL EDUCATIN & RESEARCH, CHANDIGARH LADY HARDINGE MEDICAL COLLEGE & SMT. S.K. HOSPITAL AND KALAWATI SARAN CHIDRENS' HOSPITAL, NEW DELHI. MAHATMA GANDHI INSTITUTE OF MEDICAL SCIENCES, SEVAGRAM NATIONAL INSTITUTE OF COMMUNICABLE DISEASES, DELHI. THE ALL INDIA INSTITUTE OF PHYSICAL MEDICINE AND REHABILITATION, MUMBAI ALL INDIA INSTITUTE OF SPEECH AND HEARING, MYSORE CENTRAL INSTITUTE OF PSYCHIATRY, RANCHI CENTRAL RESEARCH INSTITUTE, KASAULI VALLABHBHAI PATEL CHEST INSTITUTE, UNIVERSITY OF DELHI NORTH EASTERN INDIRA GANDHI REGIONAL INSTITUTE OF HEALTH AND MEDICAL SCIENCES, SHILLONG NATIONAL INSTITUTE OF BIOLOGICALS ALL INDIA INSTITUTE OF HYGIENE AND PUBLIC HEALTH CENTRAL LEPROSY TRAINING AND RESEARCH INSTITUTE (CLTRI) CHENGALPATTU REGIONAL LEPROSY TRAINING AND RESEARCH INSTITUTE, RAIPUR (M.P.) REGIONAL LEPROSY TRAINING AND RESEARCH INSTITUTE, GANJAM, ORISSA REGIONAL LEPROSY TRAINING AND RESEARCH INSTITUTE, BANKURA (WEST BENGAL) LRS INSTITUTE OF TUBERCULOSIS & ALLIED DISEASES NATIONAL INSTITUTE OF MENTAL HEALTH AND NEURO SCIENCES, BANGALORE NATIONAL TUBERCULOSIS INSTITUTE BANGALORE

COLLEGES IN INDIA

ADMISSION — Wed, 11 Jun 2008 04:35:51 CDT

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COLLEGES IN TAMILNADU

ADMISSION — Wed, 11 Jun 2008 04:32:47 CDT

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